few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Topic options: 
A. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
B. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
C. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
H. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Thought: In this problem, students learn to understand fractions as numbers by comparing their sizes.
Answer: G

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000157

3
options: Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
problem_activity: Optional activity
In both subsequent lessons and units, students will work extensively with similar right triangles. This activity gives students opportunities to practice the Pythagorean Theorem, and apply similar triangles in a contextual problem.
Launch
If students struggled to use the Pythagorean Theorem in a previous lesson:
Begin by asking students what they notice and wonder about the image from this activity.
Draw students’ attention to the right triangles, and ask them what must be true about the side lengths.
Provide some possible lengths for sides and have students practice finding an unknown side length in an isosceles right triangle to allow students to practice working with the square root of 2.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to increase awareness of the language used to talk about similar right triangles. Before revealing the questions in this activity, display the image of the quilt design made of right isosceles triangles. Ask students to write down possible mathematical questions that could be asked about the image. Invite students to compare their questions before revealing the actual questions. Listen for and amplify any questions about the features of the right triangles. For example, “Are all the right triangles similar?”, “What is the scale factor between the small and large right triangle?”, and “What are the side lengths of the right triangles?”
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
Here is a quilt design made of right isosceles triangles. The smallest squares in the center have an area of 1 square unit. Find the dimensions of the triangles.
[IMG]
Are the triangles similar? If so, what are the scale factors?
This quilt is meant for a baby (1 unit = 6 inches). To make a quilt for a queen-size bed, it needs to be 90 inches wide. What dimensions should the center squares of the big quilt have to reach that width?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Here is a quilt design made of right triangles. Find as many different size triangles as you can.
[IMG]
Write similarity statements for 2 pairs of triangles.
The smallest triangles have legs 2 units and 3 units long. Write some equivalent ratios or equations that will help you determine the dimensions of triangle
\(LCQ\)
. Use your equivalent ratios or equations to find the dimensions of triangle
\(LCQ\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students who struggle with the number of similar triangles in the image can trace each size triangle separately onto tracing paper and label the corresponding sides using colored pencils.
Activity Synthesis
A key point to emphasize in this discussion is that ratios in which each ratio compares side lengths within each figure are also equivalent across similar figures. That is, for a triangle with side lengths
\(a, b, c\)
, and a similar triangle with corresponding side lengths
\(x,y,z\)
, we have equivalent ratios such as
\(\frac{a}{b} = \frac{x}{y}\)
.
Invite students to share strategies for scaling the figure up from a baby blanket to a quilt for a queen-size bed.


correct_option_index: 1

4